Drawing on Bandura's (1986. Social Foundations of Thought and Action . Englewood Cliffs, NJ: Prentice Hall) social cognitive theory, this study examines the relationship between peer coaching and students’ learning performance, mediated by self-regulatory emotions, in a higher education setting. In a longitudinal field study, data was collected from 297 undergraduate students enrolled at a government-funded university in Hong Kong, and was analyzed using structural equation modeling (SEM). The findings reveal significant associations between facilitation and guidance coaching, as well as their interactive effects, and four self-regulatory emotions: cheerfulness, dejection, quiescence, and agitation. Importantly, the two coaching styles indirectly influence students’ learning performance through the mediating effects of dejection and agitation. This research contributes to existing knowledge by illuminating the theoretical and practical implications of academic coaching, students’ emotions, and learning in higher education. Copyright ©2024 Taylor & Francis.

Life and Values Education (LVE) should be student-centered, life-oriented and culture-based towards the holistic development of the young generation, especially for primary students who are at the most crucial and foundational stage for their psychosocial, cognitive and moral developmental stage of values formation and independent behaviors. To facilitate the delivery of LVE as a life-transforming journey in love, it is essential to connect students’ prior knowledge to attain new insights for reinforcement and consolidation of positive values in life. This preliminary study is endeavored to explore their perceptions of life so as to broaden the knowledge base for designing and implementing LVE activities for the primary students in the local context.The design of this study has undertaken a mixed methods approach in convergent parallel design for data collection and analysis. ‘Draw and Narrate Approach’ and ‘Semi-structured Questionnaire’ have been respectively adopted in the qualitative and quantitative parts of this study as the major research tools.This study has contributed to fill up the research gap by collecting the firsthand information for generating preliminary insights to explore the perceived perceptions and values of life with aspirations from the local primary students for enhancing LVE. This is an exploratory study rather than a correlational study. The research findings collected from a total number of 606 participating students have demonstrated that their perceptions of life are multi-dimensional to address different areas of human needs while their proposed ways in cherishing life are oriented towards various types of relationships.By the sociocultural review of the major findings, this study also sheds light on understanding how sociocultural factors have profoundly affected the perceptions and anticipations of our local primary students. They have developed the awareness of ecological senses even though they live in a highly urbanized city. Students

Few studies have explored the difficulties that undergraduates encounter in peer assessment from the dual perspectives of feedback givers and receivers and framed them in terms of specific needs for student feedback literacy development. To address this research gap, this study explored the obstacles that Hong Kong university students experienced during peer assessment in a General Education course based on 51 retrospective journal entries and 21 individual post-journal interviews. The findings reveal that the participants appeared to face more cognitive difficulties when giving feedback to peers and more socio-affective difficulties when receiving peer feedback, which indicates their specific needs for feedback capacities and dispositions. To prepare students cognitively for peer assessment, teachers must build up students’ evaluative judgment and self-regulation capacities. To prepare them socio-affectively for peer assessment, teachers should help students to realise the benefits of giving feedback and their active roles and enhance their resilience and volition. Copyright ©2024 Routledge.

Homework is a core pedagogical tool used by schools around the world. Yet concern for heavy homework load has been raised regarding stress on students and families and how it may overshadow opportunities for non-academic development. Drawing support from Self-Determination Theory and Hope Theory, an innovative intervention project was designed to create homework-free opportunities for school children to take part in freely chosen self-directed leisure activities. The project was implemented in four primary schools in Hong Kong during the Easter holiday in 2017 and 2018. A mixed-method evaluation was conducted to appraise the experiences of student participants as well as the project's impact on holiday satisfaction, homework attitudes and self-directed outcomes. This study's sample was comprised of 1,425 students enrolled in Primary levels 1 to 6. Participants reported in interviews that engagement in self-chosen, self-directed leisure activities were exciting and appealing. Pre- and post-holiday survey results with control-group comparisons confirmed that students who undertook self-directed leisure activities over a homework-free holiday gained enhanced agency thinking and academic competence while also becoming less inclined to see homework as meeting their immediate learning needs. Implications are also discussed regarding the benefits of self-directed leisure activities as well as school-based homework policies regarding assignment load. Copyright © 2023 USF M3 Publishing.

A Community of Practice (CoP) was established in 2020 to promote positive life values and well-being among university students in the Education University of Hong Kong. The CoP team has adopted the Heaven, People, Environment, and Self perspectives to conduct life education and positive education and help students learn about transcendental, communal, environmental, and personal well-being. In this symposium, the CoP team members will share the results of a cross-sectional survey study about the levels and predictors of university students’ meaning in life and positive mental health. The CoP team members will also introduce a newly developed online learning platform, the E-hub for Life Education and Positive Education, which shares learning resources and teaching materials related to life education and positive education. Moreover, the CoP team members will introduce a collaborative digital storytelling project related to positive education, in which students are trained to create and reflect on a series of digital stories that highlight different contributing factors of a positive life, including personal character strengths and positive values (e.g., determination, courage, and bravery), family love and support, and friendship and collaboration. The CoP team members will discuss how these non-formal learning activities help students enhance personal, family and social well-being, and develop reflective skills and values-laden perspectives in their personal and professional lives. Copyright © 2021 ICLT.

An exploration of children’s lifeworlds must necessarily go beyond school, to consider children’s everyday out-of-school lives. In this chapter, we focus on the out-of-school activities of Year 4 (9- and 10-year-old) children in the global cities of Melbourne, Hong Kong, and Singapore. We draw on survey responses from 627 children to consider their activities on weekdays after school and weekends, as well as their enjoyment of these activities. Leisure activities were most common across the cities, which are likely to be easily accessible to children, along with the academic activity of homework. To provide a closer reflection on children’s lifeworlds, we also explore the out-of-school activities of one child in each city, drawing on data (re)produced as a re-enactment of their Thursday afternoons, and a discussion of their regular activities across a week. We suggest similarities amongst the children’s activities may be partly attributed to shared features of their lives, such as their age and positioning as children, temporality, school attendance, and location in a global city, rather than constituting a universal global childhood. We also reflect on the need to consider diversity amongst children within cities to provide a more complex picture of children’s everyday out-of-school lifeworlds. Copyright © 2023 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

Students in East Asian locations often obtain high academic results in international high-stakes testing, but lower results on affective aspects of their schooling, such as sense of belonging. These findings indicate the need for more holistic research into children’s lifeworlds, including their experiences of school. In this article, we draw on a survey with 627 Year 4 students in three global cities in the Asia Pacific (Hong Kong, Singapore, and Melbourne), exploring dimensions of their perceptions of school. Responses from students were generally positive in terms of sense of school belonging and student identity. Students who responded positively in terms of belonging and student identity were more likely to want academic activities to occur more often. The article adds to the existing literature by offering an exploratory consideration of the relationships between sense of belonging, student identity, and school activity preferences of Year 4 students in Hong Kong, Singapore and Melbourne. It is argued that all of these are essential factors that need to be considered and incorporated in policy planning and curriculum development. Copyright © 2022 The Author(s).

Objectives: Research shows that compassion from others and from the self may enable university students to face, overcome, and bounce back from adversity and generate a greater sense of thriving and meaning in life. However, the underlying processes are largely unknown. The present study aimed to examine the associations of compassion with psychological distress, flourishing, and meaning in life among university students and explore the mechanisms underlying these associations. Methods: A total of 536 Hong Kong university students completed questionnaires measuring their experiences of compassion from others, self-compassion, resilience, psychological distress, flourishing, and meaning in life. Results: Serial mediation analyses showed that compassion from others was associated positively with self-compassion, which was, in turn, linked to greater resilience and consequently lower levels of psychological distress and higher levels of flourishing and meaning in life. Conclusions: Our findings reveal the associations of compassion from others and self-compassion with the well-being and life meaning of university students. The findings highlight the importance of being open and receptive to love and kindness from others. The findings also point to the importance of developing a caring attitude toward oneself. Copyright © 2022 The Author(s).

Esports have grown to become a core part of popular culture in many countries, including Hong Kong. Albeit the low participation rates in Esports in Hong Kong, it was starting to gain traction, yet the local Esports advocates were experiencing challenges in promoting and popularizing the Esport. Hence, the current study was aimed to identify and reveal the determinants of participating in Esports, as well as strengthen the work on Esports behaviors using the theory of planned behavior (TPB), a reliable and valid prominent theory in predicting human behavior across a plethora of contexts, ranging from health-related behaviors to sport consumption behaviors. In the current study, the convenience sampling method was used to recruit over 2000 students (secondary school, N = 1567 (female = 615); university students, N = 1525 (female = 255). The students were invited to participate in the survey for collecting their perception on Esports participation using TPB-based questionnaire. Results were analyzed using theoretical analysis and structural equation modeling (SEM). The results show that both secondary school and university students have positive attitudes toward Esports. The outcomes indicated that participating in Esports develops social networks, and people with professional Esports’ skills capability and being fortitude tend to be models of Esports participation. However, inadequate resources are a significant barrier to participation in the Esports business. The SEM model verified that the variables of intention in Esports participation among the students in Hong Kong with an adequate goodness of fit index. As a whole, the current study has identified the factors and determinants of Esports’ intention and behavior among Hong Kong students, which were successfully displayed in terms of the theory of planned behavior. In addition, the findings are expected to provide the Hong Kong government with a documented framework to advocate Esports-related policies on a long-term

Purpose:Social networks provide convenient communication and connection among people, and they have become essential in college students' lives. However, problems also come along with increasing concern about trust and privacy issues. This research attempts to investigate the trust and privacy perceptions of university students when using social networks for learning purposes.Design/methodology/approach:This paper investigated the differences in trust and privacy perceptions between undergraduate (UG) and postgraduate (PG) students through an online survey with 96 subjects in Hong Kong. The authors used the Mann–Whitney U test to compare the differences between the responses provided by UG and PG subjects.Findings:The authors found that both PG and UG students were generally satisfied with the use of social networking sites (SNSs) for learning. However, PG subjects used SNSs more for learning and were more willing to exchange with classmates than UG and PG perceived higher value of SNSs than UG students. The authors also found a relative lack of privacy awareness of UG students.Practical implicationsBased on the study’s findings, the authors made some recommendations about the application of SNSs for learning purposes. The authors also suggest universities provide more guidance and training to students on the privacy issues of SNSs.Originality/value:Even though some previous studies have focused on studying privacy and trust issues on SNSs, studies that aim at university students in the context of Asia–Pacific are rather limited, especially university students' own trust and privacy perceptions on using SNSs for learning purposes. Copyright © 2021 Emerald Group Publishing Limited